Childminder in Kirklees

Inspection date

Previous inspection date 17/06/2013 09/10/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder knows children well, she takes children's interests and what they can do into consideration to help plan interesting and stimulating activities to extend learning. As a result, children make good progress in their learning and development.  Children are supported very well to learn about how to keep themselves safe and healthy through a variety of everyday activities that promote their well-being.  There is a good range of policies and procedures that effectively underpin the childminder's practice and support the well-being of children.  The childminder reviews her practice regularly and keeps up-to-date with training to enhance her skills and as a result, children benefit from her continuing expertise.

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It is not yet outstanding because

 There is scope to improve information gathered from parents when their child first starts at the setting, to accurately inform assessments on entry.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities between the childminder and the children.  The inspector spoke with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector looked at some of the childminder's documents including the written policies and procedures, and the children's records.  The inspector took into account the childminder's written feedback from parents.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and her two children aged eight and 10 years in a house in Huddersfield, West Yorkshire. The conservatory, kitchen and lounge on the ground floor plus the bathroom on the first floor are used for childminding. The family has two dogs.

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Information about the setting

The childminder attends toddler groups each week with the children. She visits the shops and park on a regular basis. She collects children from the local schools. There are currently six children on roll, of whom two are in the early years age group and attend for a variety of sessions. The childminder also cares for four children over five years of age. The childminder operates all year round apart from family holidays. She is a member of the Professional Association for Childcare and Early Years.

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To further improve the quality of the early years provision the provider should:

 gather more robust information from parents about what children already know and can do on entry, so that assessments of the progress children make across all areas of learning are even more precise.

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who attend

The childminder has a good understanding of how children learn and develop and provides a wide range of activities and experiences that capture children's interest and extend their learning well. As a result, children make good progress in all areas of learning. The childminder identifies children's individual learning needs by recording observations and uses these to follow children's progress using the Development Matters in the Early Years Foundation Stage guidance document. When children first start with the childminder she asks parents to share information about their child's individual care needs and routines. Although parents do give basic information about their child when they first start at the setting, this does not always cover what their child already knows and can do in sufficient detail to give the childminder precise information about all areas of their prior learning. This does not ensure a secure base from which to demonstrate children's

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who attend

progress. Parents are well-informed about their children's progress and have regular access to their children's development records so they have the opportunity to continue their learning at home. The toys and activities available for the children are well-organised and are accessible at child height in the conservatory. This enables children to make choices about what they would like to play with and develops their independence. Children's work is displayed on the walls and windows enhancing their sense of belonging and well-being. There are also photographs of the children taking part in various activities, which helps the children recall past events, developing their language skills. The childminder enhances children's communication and language skills very well. For example, she talks with babies about what she is doing, helping them a link actions to words. They look at 'feely' books together and she talks with the babies about the textures that they touch. Babies react

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who attend

with smiles as the childminder sings their favourite songs and she encourages them to join in by making the sounds of the animals when they sing 'Old MacDonald had a farm'. Toddlers are introduced to mathematical language as they play. For example, as they roll the cars on the floor or down the chute of the garage the childminder introduces words, such as 'back' and 'forward' and 'up' and 'down. Children have lots of opportunities to make marks on various surfaces, promoting their emerging writing skills. They enjoy chalking on the pavement or drawing on the 'sketchers'. Children take clipboards, paper and pencils outdoors to record what they are doing and the older children have written letters to the Queen and are eagerly awaiting a response. The childminder makes outings educational for the children. They enjoy going to the local supermarket to see what they can buy with the 50 pence that they are given to spend. The childminder encourages the

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who attend

children to make healthy choices, such as a piece of fruit and they then each go to the checkout with their purchase to get their receipt and change. This develops children's understanding of numbers and an interest in their environment. As a result, children are building skills for their future learning.

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The contribution of the early years provision to the well-being of children

Children are confident and independent learners in the childminder's home owing to the strong bond that they have developed with their childminder. They enjoy frequent cuddles, encouragement and lots of praise that gives them a strong sense of well-being and self-esteem. Children share their thoughts, ideas and needs with the childminder, confident that she will manage them sensitively. The childminder uses a gradual settling-in period when children first start in her care and she uses this time to get to know parents and children well. As a result, children settle quickly and are happy in her care. Children are taken to toddler groups and 'play and stay' sessions at their local school. This helps children develop their social skills by helping them learn to take turns and to share with other children. It also helps children who are about to make the move into school settle more easily into their new environment, which supports their emotional well-being.

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The contribution of the early years provision to the well-being of children

Children have a positive introduction to being healthy and keeping safe. They enjoy healthy meals provided by the childminder. Menus include lots of fruit and vegetables and children have access to drinks throughout the day either in their own cups or from a jug in the kitchen where older children help themselves. They follow positive personal hygiene routines that help to reduce the risk of the spread of germs, for example, washing their hands before meals and after using the toilet. Paper towels are used to help prevent the spread of infection. Pet hygiene is fully considered. Children enjoy being physically active. Although the childminder's back garden is not suitable for outdoor play, the children enjoy regular visits to the local parks and play gyms to help develop their physical skills and to teach them the importance of exercise. Children learn to follow safe practices that keep them safe from potential hazards. On walks, they

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The contribution of the early years provision to the well-being of children

learn to cross the road safely, and be aware of cars and other dangers. They understand the potential risks of a fire in the home and what they should do in an emergency because the childminder ensures that they take part in the regular fire drills. They learn how to use equipment safely, such as slides and other large apparatus, which helps children experiment with risk-taking and to adapt their behaviour appropriately.

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The contribution of the early years provision to the well-being of children

Children's behaviour is good and they receive lots of praise and encouragement for their efforts and achievements, which supports their emotional well-being and confidence. The childminder has recently attended training to help her manage children's behaviour more effectively and has put this training into practice. She uses methods, such as distraction, talking with children and making sure that children are aware of routines, which helps them feel secure.

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provision

The childminder has a good understanding and awareness of the Statutory Framework for the Early Years Foundation Stage. This helps her to support children's safety and well- being and adapt her practices effectively. Good risk assessments of the home and outings support the childminder to monitor the areas children use regularly. She takes appropriate action to reduce or remove potential hazards. For example, the areas used for childminding are clear of clutter, clean and tidy, which makes the home safe for children's use. The childminder supervises children well in their play, allowing them the space and time to explore and engage in their activities, while being close by to support them. She has a secure understanding of safeguarding procedures and the correct child protection procedures to follow should she have a concern about a child in her care, because she has recently attended child protection training. Self-evaluation systems are effective in helping

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provision

the childminder identify her strengths and areas she wishes to improve. The childminder has made many improvements in her practice since her previous inspection. She has addressed all the actions and recommendations raised at her previous inspection, consequently promoting children's health and learning. The childminder regularly attends training to update her skills and knowledge. She has attained a National Vocational Qualification at Level 3 in Early Years and is currently undertaking a teaching assistant training course. Parents are involved in her monitoring processes. They share their views and opinions on the service they receive through discussions, letters and parent questionnaires. This helps the childminder make any necessary changes in-line with their needs. Parents state that they are very happy with the care that their children receive and have noticed an improvement in their development, particularly around personal social

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provision

and emotional development. To ensure that children are continuing to develop, the childminder regularly reviews their development records and focuses on any gaps in their learning. The childminder works closely with parents and other professionals involved in the children's lives. She ensures detailed information is shared to support children through the different transitions they experience to help them settle and be confident. She is currently working with a local school in developing a 'passport to learning' for the children in her care. This enables parents/carers and school to share information about children to enhance their learning and development. Parents receive good information about the setting to ensure that they are fully aware of the childminder's responsibilities. For example, they view the policies and procedures file and access the good amount of information displayed on the walls within the home.

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provision

The childminder provides a fully inclusive setting for all children. There are positive images of diversity amongst her provision, including wall displays. This helps children develop a sense of belonging and helps them understand and value other people.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY389852 Local authority Kirklees Inspection number 918483 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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